Middle Grades Students’ Understanding of the Number Line Representation

• In Event: Poster Session 20
  In Poster Session: Developing Number Sense in K-8

Abstract

This study examines middle grades students’ and teachers’ abilities to translate between multiple representations of fractions. The Representational Transfer Test-Fractions developed for this study was completed by 166 fifth grade students, 148 sixth grade students, 15 fifth grade students, and 15 sixth grade students. Findings show that non-congruent translations were more difficult than congruent translations for all participants. In addition, an examination of students’ scores on the RTT-Fractions and student artifacts on the test reveals that the number line representation posed the greatest challenge for both fifth and sixth grade students. Yet, performance on number line items were most highly correlated with overall RTT-Fractions score, indicating that number line understanding is critical for translation ability between multiple representations of fractions.

Authors

• Laura J. Stutzman, The Pennsylvania State University

• Peggy N. Van Meter, The Pennsylvania State University

• Paul Riccomini, Clemson University